Abstract: The purpose of the study was to investigate the effect of strategy-based reading instruction on English as a foreign language (EFL) graduate students` reading comprehension. The study was also intended to examine changes in students' attitude toward reading and reading strategies after instruction. The accessible participants were forty students studying on an English Language and Academic Skills Program at a university in Isfahan. Drawing on feasible application of reading strategies, the researcher conducted this study of a regular 50-minute class periods on a weekly basis for one semester. The research instruments included pre-/post-training questionnaire, and pre-/post-tests of reading comprehension questions. The findings of the study suggested that after the training, most students improved their reading comprehension and their attitudes towards reading became more positive. This study may provide teachers with effective ways that demonstrate how strategy-based reading instruction could be implemented in teaching English reading in EFL classroom setting.